Abstract:
Considering the psychological or fiction contract between the learners participating in the healthcare simulation and the faculty / simulation program will enhance learner engagement and educational outcomes. Searching for opportunities to ensure a healthy relationship between learners and the healthcare simulation program is key to designing simulation encounters, whether they are a single engagement or part of a series of learner interactions. In particular, the challenging relationships between program design and practicing professionals engaging in medical simulation as learners will benefit from careful attention to successful outcomes and relationship building between a medical simulation program and its learners. Close knowledge gaps of physicians, nurses and advanced practice providers by attending to elements of the psychological contract that is often overlooked in simulation-based education program design. Join Dr. Phrampus in this CE/CME webinar to explore multiple aspects of improving the fiction contract associated with your clinical simulation educational program designs.
Learning Objectives:
- Examine elements of the psychological contract of healthcare simulation
- Identify three hidden components of opportunity targets for successful curriculum design.
- Compare and contrast the traits of practicing professionals participating in clinical simulations as learners.
- List three barriers to effective medical simulation learning for practicing physicians, nurses and advanced practice providers.